Kindergarten Transition and Readiness: Promoting Cognitive, Social-Emotional, and Self-Regulatory De

Part I: Understanding Children's Development during the Kindergarten Transition.- Chapter 1.A Conceptual Framework for Understanding and Supporting Children's Development during the Transition to Kindergarten.- Chapter 2. Children's Developmental Needs during the Transition to Kindergarten:  What Can Research on Social-Emotional, Motivational, Cognitive, and Self-Regulatory Development Tell Us?.- Chapter 3. Consistency in Children's Classroom Experiences and Implications for Early Childhood Development.- Chapter 4. Continuity and Change in Low-Income Children's Early Learning Experiences across the School Transition:  A Comparison of Head Start and Kindergarten Classrooms.- Chapter 5. Changes in School Readiness in America's Entering Kindergarteners, 1998-2010.- Part II: Understanding Kindergarten Transitions for Specific Groups of Children.- Chapter 6. Effective Transitions to Kindergarten for Children with Disabilities.- Chapter 7. Recognizing and Addressing the Effects of Early Adversity on Children's Transitions to Kindergarten.- Chapter 8. The Transition into Kindergarten for English Language Learners.- Chapter 9. School Readiness and Kindergarten Transitions:  Children with Vision Impairment and Blindness.- Chapter 10. Children's Temperament and the Transition to Kindergarten:  A Question of "Fit".- Part III: Supporting Children's Development during the Kindergarten Transition.- Chapter 11. Transition Practices into Kindergarten and the Barriers Teachers Encounter.- Chapter 12. Transition Practices and Children's Development during Kindergarten:  The Role of Close Teacher-Child Relationships.- Chapter 13. The Kids in Transition to School Program.- Chapter 14. Stretch to Kindergarten:  A Model of Shared Partnership for Student Success.- Chapter 15. Promoting Positive Transitions through Coherent Instruction, Assessment, and Professional Development:  The TRIAD Scale-up Model.- Chapter 16.Alignment and Coherence as System-Level Strategies:  Bridging Policy and Practice.